The Effects of Breakfast and Breakfast Composition on Cognition in Adults

被引:53
|
作者
Galioto, Rachel [1 ]
Spitznagel, Mary Beth [1 ]
机构
[1] Kent State Univ, Dept Psychol Sci, Kent, OH 44242 USA
关键词
cognitive function; dietary intake; dietary patterns; breakfast; memory; fasting; GLYCEMIC LOAD BREAKFAST; ACADEMIC-PERFORMANCE; MEMORY PERFORMANCE; GLUCOSE-TOLERANCE; BLOOD-GLUCOSE; DIFFERENT MACRONUTRIENTS; WORKING-MEMORY; MOOD MEASURES; CEREAL BARS; HEART-RATE;
D O I
10.3945/an.115.010231
中图分类号
R15 [营养卫生、食品卫生]; TS201 [基础科学];
学科分类号
100403 ;
摘要
Extensive literature has addressed the acute cognitive effects of breaking a fast. Recent reviews in this line of work have synthesized available research on the cognitive consequences of fasting compared with nutrient intake and the cognitive effects of macronutrient consumption. These largely have been inconclusive, possibly in part because of selection criteria limiting the scope of studies covered. The purpose of the current review is to integrate the results of the literature examining the cognitive effects of breakfast and breakfast composition in adults with the use of a flexible definition of breakfast, specifically, any caloric intake after a fasting period of >= 8 h. This review includes 38 studies that examine the acute cognitive impact of breakfast and 16 studies that examine the effects of breakfast composition. Results suggest that healthy adults show a small but robust advantage for memory (particularly delayed recall) from consuming breakfast. Largely equivocal results emerge for attention and motor and executive function; there were no effects from breakfast on language. Regarding breakfast composition, a smaller number of studies and widely disparate methodology addressing this question preclude definitive conclusions about the effects of cognition. A subset of this literature examines these questions in the context of glucoregulation; the findings emphasize the importance of considering differences in glucoregulation in research designs, even among healthy cohorts. The limitations of this literature include methodologic differences, such as the use of different tests to measure cognitive constructs, as well as the effects of timing in test administration.
引用
收藏
页码:576S / 589S
页数:14
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